Band 5.0 IELTS Writing Task 1 Model Answer
Overall Band Score: 5.0 · Cambridge IELTS 14 · 2026-09-02
IELTS Writing Task 1 question
The diagram below shows how electricity is generated in a hydroelectric power station.
Summarise the information by selecting and reporting the main features, and make comparisons where relevant.
Student answer (Band 5.0)
The mind map illustrates that the electricity is produced in a hydroelectric power station.
Overall, the information shows the process of generating of electricity. The generators is the main power house in generating electricity and the river is the major supply of the high level reserve.
This electricity generating process is a reversible process in which all the water go to every stage of the generation of the electricity and return back to the high level reservoir during night. First, the river water is allowed to pass through the passage to generate electricity.
The generator is like the hub of the power generation in the plant. The power lines in the generator transport the water as National grid. The other reservoir that is the low level generator also acts as a pressure creator to generate power.
The Reversible turbines operates the generators in the day and pump water into the high level reservoir.
AI examiner evaluation
| Criterion | Band |
|---|---|
| Task Achievement / Task Response | 5.0 |
| Coherence and Cohesion | 5.5 |
| Lexical Resource | 5.0 |
| Grammatical Range and Accuracy | 5.0 |
| Overall | 5.0 |
Task Achievement / Task Response — Band 5.0
The response covers the main features of the hydroelectric process, such as the reservoirs, turbines, and generators. However, the description is often inaccurate or confusing. For example, stating that power lines 'transport the water' is factually incorrect and indicates a misunderstanding of the diagram. Furthermore, the explanation of the 'reversible' nature of the process is somewhat vague. While the response attempts to report the main features, the lack of clarity and the inclusion of inaccurate information regarding the mechanical process prevent it from reaching a higher band. To improve, ensure that the description of the process accurately reflects the visual information provided in the diagram.
Coherence and Cohesion — Band 5.5
The response is organised into short paragraphs, which helps the reader follow the structure. However, the logical progression between sentences is sometimes weak. For instance, the transition between the general overview and the specific details is abrupt. Cohesive devices are used, such as 'First' and 'The other reservoir', but they are sometimes used mechanically or inappropriately, such as the transition into the description of the generator. The referencing is occasionally unclear, making it difficult to follow the sequence of the process. Improving the use of linking words and ensuring a smoother flow between ideas would enhance the coherence of the report.
Lexical Resource — Band 5.0
The vocabulary is generally adequate for the task but lacks the precision required for a technical description. There are instances of awkward word choice, such as 'main power house' and 'pressure creator', which do not accurately describe the components of a power station. Additionally, there are some minor errors in collocation, such as 'high level reserve' instead of 'high-level reservoir'. While the student attempts to use topic-specific vocabulary, the inaccuracies in terminology limit the effectiveness of the communication. Expanding the range of technical vocabulary and focusing on accurate collocations would significantly improve this score.
Grammatical Range and Accuracy — Band 5.0
The response contains a mix of simple and some complex sentence structures. However, there are frequent grammatical errors that occasionally impede clarity. Examples include subject-verb agreement issues like 'The generators is' and 'The Reversible turbines operates', as well as incorrect article usage, such as 'the electricity is produced' and 'as National grid'. While the meaning is generally understandable, these recurring errors demonstrate a lack of control over basic grammatical structures. To improve, focus on subject-verb agreement, correct article usage, and ensuring that complex sentences are constructed accurately without errors.
See this exact question answered at other band scores — the same prompt compared across bands.
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